Does Work-Based Learning Facilitate the School to Work Transition? Evidence from an Italian Reform

Martino Bernardi (), Marco Bertoni (), Giorgio Brunello, Clementina Crocè and Lorenzo Rocco
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Martino Bernardi: Fondazione Giovanni Agnelli
Marco Bertoni: University of Padova
Clementina Crocè: University of Padova

No 17352, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: In 2015, school-work alternation programmes (alternanza scuola lavoro) became compulsory in all Italian high schools, with the purpose of enabling students to combine theoretical learning at school with work-based learning. A distinctive feature of this reform was that the intensity of school-work-alternation programs varied across school tracks, higher for technical schools and lower for academic schools. Using a difference–in–differences approach, we show that female students in more intensively treated tracks experienced a decline in the probability of employment during the year following high school graduation, relative to females in less intensively treated tracks. The decline was accompanied by an increase in full-time higher education. These results could be driven by the relatively unattractive conditions offered by the Italian labour market to high school graduates without college education.

Keywords: work-based learning; employment; college enrolment; Italy (search for similar items in EconPapers)
JEL-codes: J60 J68 (search for similar items in EconPapers)
Pages: 44 pages
Date: 2024-10
New Economics Papers: this item is included in nep-lab and nep-ure
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